Book contents
- The Cambridge Encyclopedia of Child Development
- Child Development
- Copyright page
- Dedication
- Contents
- Contributors
- Editorial preface
- Foreword
- Acknowledgments: External Reviewers
- Introduction Study of child development: an interdisciplinary enterprise
- Part I Theories of development
- Part II Methods in child development research
- Part III Prenatal development and the newborn
- Part IV Perceptual and cognitive development
- Part V Language and communication development
- Part VI Social and emotional development
- Part VII Motor and related development
- Part VIII Postnatal brain development
- Part IX Developmental pathology
- Part X Crossing the borders
- Part XI Speculations about future directions
- Book part
- Author Index
- Subject Index
- Plate Section (PDF Only)
- References
Part VI - Social and emotional development
Published online by Cambridge University Press: 26 October 2017
Book contents
- The Cambridge Encyclopedia of Child Development
- Child Development
- Copyright page
- Dedication
- Contents
- Contributors
- Editorial preface
- Foreword
- Acknowledgments: External Reviewers
- Introduction Study of child development: an interdisciplinary enterprise
- Part I Theories of development
- Part II Methods in child development research
- Part III Prenatal development and the newborn
- Part IV Perceptual and cognitive development
- Part V Language and communication development
- Part VI Social and emotional development
- Part VII Motor and related development
- Part VIII Postnatal brain development
- Part IX Developmental pathology
- Part X Crossing the borders
- Part XI Speculations about future directions
- Book part
- Author Index
- Subject Index
- Plate Section (PDF Only)
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- The Cambridge Encyclopedia of Child Development , pp. 413 - 512Publisher: Cambridge University PressPrint publication year: 2017
References
Further reading
Brownell, C.A., & Kopp, C.B. (Eds.) (2010). Socioemotional development in the toddler years: Transitions and transformations. New York, NY: Guilford Press.Google Scholar
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63, 1–143.CrossRefGoogle ScholarPubMed
Eisenberg, N., Fabes, R.A., Murphy, B., Karbon, M., Maszk, P., et al. (1994). The relations of emotionality and regulation to dispositional and situational empathy-related responding. Journal of Personality and Social Psychology, 66, 776–797.Google Scholar
Smetana, J.G. (2006). Social-cognitive domain theory: Consistencies and variations in children’s moral and social judgments. In Killen, M. & Smetana, J.G. (Eds.), Handbook of moral development (pp. 119–154). Mahwah, NJ: Erlbaum.Google Scholar
References
Brownell, C., Nichols, S., & Svetlova, M. (2013). Converging developments in prosocial behavior and self-other understanding in the second year of life: The second social-cognitive revolution. In Banaji, M. & Gelman, S. (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 385–390). New York, NY: Oxford University Press.Google Scholar
Callaghan, T., Moll, H., Rakoczy, H., Warneken, F., Liszkowski, U., Behne, T., & Tomasello, M. (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76, 1–142.Google ScholarPubMed
Gifford-Smith, M.E., & Brownell, C.A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284.CrossRefGoogle Scholar
De Haan, M., & Carver, L.J. (2013). Development of brain networks for visual social‑emotional information processing in infancy. In Legerstee, M., Haley, D., & Bornstein, M. (Eds.), The developing infant mind: Integrating biology and experience (pp. 123–145). New York, NY: Guilford Press.Google Scholar
Herrmann, E., Call, J., Hernández-Lloreda, M.V., Hare, B., & Tomasello, M. (2007). Humans have evolved specialized skills of social cognition: The cultural intelligence hypothesis. Science, 317, 1360–1366.CrossRefGoogle ScholarPubMed
Jones, S.S. (1996). Imitation or exploration? Young infants’ matching of adults’ oral gestures. Child Development, 67, 1952–1969.Google Scholar
Killen, M., & Rutland, A. (2011). Children and social exclusion: Morality, prejudice, and group identity. New York, NY: Wiley-Blackwell.Google Scholar
Kinzler, K.D., Dupoux, E., & Spelke, E.S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences, 104, 12577–12580.CrossRefGoogle ScholarPubMed
Liszkowski, U., Carpenter, M., & Tomasello, M. (2008). Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. Cognition, 108, 732–739.Google Scholar
Lyons, D.E., Young, A.G., & Keil, F.C. (2007). The hidden structure of overimitation. Proceedings of the National Academy, 104, 19751–19756.CrossRefGoogle ScholarPubMed
Meltzoff, A.N., & Moore, M.K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75–78.CrossRefGoogle ScholarPubMed
Paulus, M., & Moore, C. (2012). Producing and understanding prosocial actions in early childhood. Advances in Child Development and Behavior, 42, 271–305.Google Scholar
Sameroff, A.J. (Ed.) (2009). The transactional model of development: How children and contexts shape each other. Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Schmidt, M.F.H., & Tomasello, M. (2012). Young children enforce social norms. Current Directions in Psychological Science, 21, 232–236.Google Scholar
Schmidt, M.F., Svetlova, M., Johe, J., & Tomasello, M. (2016). Children’s developing understanding of legitimate reasons for allocating resources unequally. Cognitive Development, 37, 42–52.CrossRefGoogle Scholar
Svetlova, M., Nichols, S., & Brownell, C. (2010). Toddlers’ prosocial behavior: From instrumental to empathic to altruistic helping. Child Development, 81, 1814–1827.Google Scholar
Tomasello, M. (1995). Joint attention as social cognition. In Moore, C. & Dunham, P. (Eds.), Joint attention: Its origins and role in development (pp. 103–130). Hillsdale, NJ: Erlbaum.Google Scholar
Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. In Bullowa, M. (Ed.), Before speech. The beginning of interpersonal communication (pp. 321–347). New York, NY: Cambridge University Press.Google Scholar
Warneken, F., & Tomasello, M. (2009). The roots of human altruism. British Journal of Psychology, 100, 455–471.Google Scholar
Further reading
Bowlby, J. (1982). Attachment and loss (Vol. 1: Attachment, 2nd ed.). New York, NY: Basic Books.Google ScholarPubMed
Cole, P.M., & Moore, G.A. (2015). About face! Infant facial expression of emotion. Emotion Review, 7, 116–120.Google Scholar
Dennis, T.A., Buss, K.A., & Hastings, P.D. (2012). Physiological measures of emotion from a developmental perspective: State of the science. Monographs of the Society for Research in Child Development, 77, 1–5.Google Scholar
Morgan, J.K., Izard, C.E., & Hyde, C. (2014). Emotional reactivity and regulation in Head Start children: Links to ecologically valid behaviors and internalizing problems. Social Development, 23, 250–266.Google Scholar
References
Aslin, R.N., & Mehler, J. (2005). Near-infrared spectroscopy for functional studies of brain activity in human infants: promise, prospects, and challenges. Journal of Biomedical Optics, 10, 11009.Google Scholar
Baker, J.K., Haltigan, J.D., Brewster, R., Jaccard, J., & Messinger, D. (2010). Non-expert ratings of infant and parent emotion: Concordance with expert coding and relevance to early autism risk. International Journal of Behavioral Development, 34, 88–95.Google Scholar
Bastin, M., Bijttebier, P., Raes, F., & Vasey, M.W. (2014). Brooding and reflecting in an interpersonal context. Personality and Individual Differences, 63, 100–105.Google Scholar
Casey, B., Jones, R.M., & Hare, T.A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124, 111–126.Google Scholar
Fox, N.A., & Davidson, R.J. (1986). Taste-elicited changes in facial signs of emotion and the asymmetry of brain electrical activity in human newborns. Neuropsychologia, 24, 417–422.Google Scholar
Garcia, N.V., & Scherf, K.S. (2015). Emerging sensitivity to social complex expressions: A unique role for adolescence? Child Development Perspectives, 9, 84–90.Google Scholar
Goldsmith, H.H. (1996). Studying temperament via construction of the Toddler Behavior Assessment Questionnaire. Child Development, 67, 218–235.Google Scholar
Gustafson, G.E., Wood, R.M., & Green, J.A. (2000). Crying as a sign, a symptom, and a signal: Clinical emotional and developmental aspects of infant and toddler crying. In Clinics in developmental medicine, No. 152 (pp. 8–22). New York, NY: Cambridge University Press.Google Scholar
Harris, J.R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102, 458–489.Google Scholar
Harter, S., & Buddin, B.J. (1987). Children’s understanding of the simultaneity of two emotions: A five-stage developmental acquisition sequence. Developmental Psychology, 23, 388–399.Google Scholar
Izard, C.E., Fantauzzo, C.A., Castle, J.M., & Haynes, O.M. (1995). The ontogeny and significance of infants’ facial expressions in the first 9 months of life. Developmental Psychology, 31, 997–1013.CrossRefGoogle Scholar
Kerns, C.E., Comer, J.S., & Zeman, J. (2014). A preliminary psychometric evaluation of a parent-report measure of child emotional awareness and expression in a sample of anxious youth. Cognitive Therapy and Research, 38, 349–357.Google Scholar
Morasch, K.C., & Bell, M.A. (2012). Self-regulation of negative affect at 5 and 10 months. Developmental Psychobiology, 54, 215–221.CrossRefGoogle Scholar
Oster, H. (2005). The repertoire of infant facial expressions: An ontogenetic perspective. In Nadel, J. & Muir, D. (Eds.), Emotional development: Recent research advances (pp. 261–292). New York, NY: Oxford University Press.Google Scholar
Penela, E.C., Walker, O.L., Degnan, K.A., Fox, N.A., & Henderson, H.A. (2015). Early behavioral inhibition and emotion regulation: Pathways toward social competence in middle childhood. Child Development, 86, 1227–1240.Google Scholar
Tangney, J.P., & Tracy, J.L. (2012). Self-conscious emotions. In Leary, M.R. & Tangney, J.R. (Eds.), Handbook of self and identity (pp. 446–478). New York, NY: Guilford Press.Google Scholar
Tronick, H., Als, H., Adamson, L., Wise, S., & Brazelton, B. (1978). The infant’s response to entrapment between contradictory messages in face-to-face interaction. American Academy of Child Psychiatry, 17, 1–13.CrossRefGoogle ScholarPubMed
Further reading
Cushman, F., Young, L., & Greene, J.D. (2010). Multi‐system moral psychology. In Doris, J.M. & The Moral Psychology Research Group (Eds.), The moral psychology handbook (pp. 48–71). Oxford, UK: Oxford University Press.Google Scholar
Decety, J., & Howard, L.H. (2013). The role of affect in the neurodevelopment of morality. Child Development Perspectives, 7, 49–54.Google Scholar
Richardson, C., Mulvey, K.L., & Killen, M. (2012). Extending social domain theory with a process-based account of moral judgments. Human Development, 55, 4–25.Google Scholar
Tomasello, M., & Vaish, A. (2013). Origins of human cooperation and morality. Annual Review of Psychology, 64, 231–255.Google Scholar
References
Apperly, I.A., & Butterfill, S. (2008). Do human have two systems to track belief and belief-like states? Psychological Review, 116, 953–970.Google Scholar
Baird, J., & Astington, J.W. (2004). The role of mental state understanding in the development of moral cognition and moral action. New Directions for Child and Adolescent Development, 103, 37–49.Google Scholar
Buon, M., Jacob, P., Loissel, E., & Dupoux, E. (2013). A non-mentalistic cause-based heuristic in human social evaluations. Cognition, 126, 149–155.Google Scholar
Buon, M., Jacob, P., Margules, S., Brunet, I., Dutat, M., Cabrol, D., & Dupoux, E. (2014). Friend or foe? Early social evaluation of human interactions. PLoS ONE, 9, e88612.Google Scholar
Cushman, F., Sheketoff, R., Wharton, S., & Carey, S. (2013). The development of intent-based moral judgment. Cognition, 127, 6–21.CrossRefGoogle ScholarPubMed
Decety, J., Michalska, K.J., & Kinzler, K.D. (2011). The contribution of emotion and cognition to moral sensitivity: A neurodevelopmental study. Cerebral Cortex, 22, 209–220.CrossRefGoogle ScholarPubMed
Fehr, E., Bernhard, H., & Rockenbach, B. (2008). Egalitarianism in young children. Nature, 454, 1079–1083.Google Scholar
Geraci, A., & Surian, L. (2011). The developmental roots of fairness: Infants’ reactions to equal and unequal distributions of resources. Developmental Science, 14, 1012–1020.CrossRefGoogle ScholarPubMed
Greene, J.D. (2009). Dual-process morality and the personal/impersonal distinction: A reply to McGuire, Langdon, Coltheart, and Mackenzie. Journal of Experimental Social Psychology, 45, 1–4.Google Scholar
Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814–834.Google Scholar
Hamlin, J.K. (2013). Moral judgment and action in preverbal infants and toddlers: Evidence for an innate moral core. Current Directions in Psychological Science, 22, 186–193.Google Scholar
Killen, M., & Smetana, J. (2008). Moral judgment and moral neuroscience: Intersections, definitions, and issues. Child Development Perspectives, 2, 1–6.Google Scholar
Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In Goslin, D.A. (Ed.), Handbook of socialization theory and research (pp. 347–480). Chicago, IL: Rand McNally.Google Scholar
Lergetporer, P., Angerera, S., Glätzle-Rützlera, D., & Suttera, M. (2014). Third-party punishment increases cooperation in children through (misaligned) expectations and conditional cooperation. Proceedings of the National Academy of Sciences, 111, 6916–6921.Google Scholar
McCrink, K., Bloom, P., & Santos, L.R. (2010). Children’s and adults’ judgments of equitable resource distributions. Developmental Science, 13, 37–45.CrossRefGoogle ScholarPubMed
Meristo, M., & Surian, L. (2013). Do infants detect indirect reciprocity? Cognition, 129, 102–113.Google Scholar
Olson, K.R., & Spelke, E.S. (2008). Foundations of cooperation in young children. Cognition, 108, 222–231.Google Scholar
Piaget, J. (1932/1967). The moral judgment of the child. London, UK: Routledge & Kegan Paul.Google Scholar
Premack, D., & Premack, A.J. (1997). Infants attribute value± to the goal-directed actions of self-propelled objects. Journal of Cognitive Neuroscience, 9, 848–856.CrossRefGoogle Scholar
Rochat, P., Dias, M.D.G., Liping, G., Broesch, T., Passos-Ferreira, C., Winning, A., & Berg, B. (2009). Fairness in distributive justice by 3- and 5-year-olds across seven cultures. Journal of Cross-Cultural Psychology, 40, 416–442.Google Scholar
Further reading
Blair, R.J. (2013). The neurobiology of psychopathic traits in youths. Nature Reviews Neuroscience, 14, 786–799.Google Scholar
Blair, R.J.R., Leibenluft, E., & Pine, D.S. (2014). Conduct disorder and callous-unemotional traits in youth. New England Journal of Medicine, 371, 2207–2216.Google Scholar
Buitelaar, J.K., Smeets, K.C., Herpers, P., Scheepers, F., Glennon, J., & Rommelse, N.N. (2013). Conduct disorders. European Child & Adolescent Psychiatry, 22, S49–S54.Google Scholar
Farrington, D.P., & Coid, J.W. (2003). Early prevention of adult anti-social behaviour. New York, NY: Cambridge University Press.Google Scholar
Raine, A. (2013). The anatomy of violence: The biological roots of crime. New York, NY: Vintage Books.Google Scholar
References
Blair, R.J.R. (2010). Neuroimaging of psychopathy and antisocial behavior: A targeted review. Current Psychiatry Reports, 12, 76–82.Google Scholar
Connor, D.F. (2002). Aggression and antisocial behavior in children and adolescents: Research and treatment. New York, NY: Guilford Press.Google Scholar
Dishion, T.J., & Racer, K.H. (2013). Development of adult antisocial behavior. In Beauchaine, T.P. & Hinshaw, S.P. (Eds.), Child and adolescent psychopathology (2nd ed., pp. 453–487). Hoboken, NJ: Wiley.Google Scholar
Dodge, K.A., & Coie, J.D. (1987). Social-information processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53, 1146–1158.Google Scholar
Ercan, E., Ercan, E.S., Atilgan, H., Basay, B.K., Uysal, T., Inci, S.B., & Ardic, U.A. (2014). Predicting aggression in children with ADHD. Child Adolescent Psychiatry Mental Health, 8, 15–25.Google Scholar
Falk, O., Wallinius, M., Lundstrom, S., Frisell, T., Anckarsater, H., & Kerekes, N. (2014). The 1% of the population accountable for 63% of all violent crime convictions. Social Psychiatry and Psychiatric Epidemiology, 49, 559–571.CrossRefGoogle ScholarPubMed
Javdani, S., Sadeh, N., & Verona, E. (2011). Expanding our lens: Female pathways to antisocial behavior in adolescence and adulthood. Clinical Psychology Review, 31, 1324–1348.Google Scholar
Kessler, R.C., Berglund, P., Demler, O., Jin, R., Merikangas, K.R., & Walters, E.E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62, 593–602.Google Scholar
Krug, E.G. (2002). World report on violence and health. Geneva: World Health Organization.Google Scholar
Matthys, W., Vanderschuren, L.J., & Schutter, D.J. (2013). The neurobiology of oppositional defiant disorder and conduct disorder: Altered functioning in three mental domains. Development and Psychopathology, 25, 193–207.Google Scholar
Moffitt, T.E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701.Google Scholar
Odgers, C.L., Moffitt, T.E., Broadbent, J.M., Dickson, N., Hancox, R.J., Harrington, H., Poulton, R., Sears, M.R., Thomson, W.M., & Caspi, A. (2008). Female and male antisocial trajectories: From childhood origins to adult outcomes. Development and Psychopathology, 20, 673–716.CrossRefGoogle ScholarPubMed
Poulin, F., & Boivin, M. (2000). Reactive and proactive aggression: Evidence of a two-factor model. Psychological Assessment, 12, 115–122.Google Scholar
Richards, J.M., Plate, R.C., & Ernst, M. (2012). Neural systems underlying motivated behavior in adolescence: Implications for preventive medicine. Preventive Medicine, 55 Suppl, S7–S16.Google Scholar
Viding, E., & McCrory, E.J. (2012). Genetic and neurocognitive contributions to the development of psychopathy. Development and Psychopathology, 24, 969–983.Google Scholar
Waldman, I.D., & Lahey, B.B. (2013). Oppositional defiant disorder, conduct disorder, and juvenile delinquency. In Beauchaine, T.P. & Hinshaw, S.P. (Eds.), Child and adolescent psychopathology (2nd ed., pp. 411–452). Hoboken, NJ: Wiley.Google Scholar
Waters, H.R., Hyder, A.A., Rajkotia, Y., Basu, S., & Butchart, A. (2005). The costs of interpersonal violence: An international review. Health Policy, 73, 303–315.CrossRefGoogle ScholarPubMed
Yildirim, B.O., & Derksen, J.J.L. (2012). A review on the relationship between testosterone and life-course persistent antisocial behavior. Psychiatry Research, 200, 984–1010.Google Scholar
Further reading
Ainsworth, M.D.S., & Marvin, R.S. (1995). On the shaping of attachment theory and research: An interview with Mary D.S. Ainsworth. In Vaughn, B.E., Waters, E., Posada, G., & Kondo-Ikemura, K. (Eds.), Caregiving, cultural, and cognitive perspectives on secure-base behavior and working models: New growing points of attachment theory and research, Monographs of the Society for Research in Child Development (pp. 2–21). Chicago, IL: University of Chicago Press.Google Scholar
Bowlby, J. (1969/1982). Attachment and loss, Vol. 1. Attachment (2nd ed.). New York, NY: Basic Books.Google Scholar
Sroufe, L.A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment and Human Development, 7, 349–367.Google Scholar
References
Ainsworth, M.D.S., Bell, S.M., & Stayton, D.J. (1971). Individual differences in Strange Situation behavior of one year olds. In Schaffer, H.R. (Ed.), The origins of human social relations (pp. 17–52). New York, NY: Academic Press.Google Scholar
Ainsworth, M.D.S., Bell, S.M., & Stayton, D.J. (1974). Infant–mother attachment and social development: Socialisation as a product of reciprocal responsiveness to signals. In Richards, M.P.M. (Ed.), The introduction of the child into a social world (pp. 99–135). London, UK: Cambridge University Press.Google Scholar
Ainsworth, M.D., Blehar, M.C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the Strange Situation. Hillsdale, NJ: Erlbaum.Google Scholar
Ainsworth, M.D.S., & Wittig, B.A. (1969). Attachment and exploratory behaviour in one year olds in a strange situation. In Foss, B.M. (Ed.), Determinants of infant behaviour, Vol. 4. (pp. 113–136). New York, NY: Barnes & Noble.Google Scholar
Bartholomew, K., & Horowitz, L. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226–359.Google Scholar
Belsky, J., Campbell, S., Cohn, J.F., & Moore, G. (1996). Instability of infant–parent attachment security. Developmental Psychology, 32, 921–924.Google Scholar
Bernier, A., & Meins, E. (2008). A threshold approach to understanding the origins of attachment disorganization. Developmental Psychology, 44, 969–982.Google Scholar
Blatz, W.E. (1966). Human security: Some reflections. Toronto, Canada: University of Toronto Press.Google Scholar
Booth-LaForce, C., & Roisman, G.I. (2014). The Adult Attachment Interview: Psychometrics, stability, and change from infancy, and developmental origins. Monographs of the Society for Research in Child Development. New York, NY: Wiley-Blackwell.Google Scholar
Bowlby, J. (1973). Attachment and loss, Vol. 2. Separation. New York, NY: Basic Books.Google Scholar
Cassidy, J., & Marvin, R.S. (1992). Attachment organization in three- and four-year-olds: Procedures and coding manual. Unpublished manuscript, University of Virginia, Charlottesville, VA.Google Scholar
De Wolff, M.S., & van IJzendoorn, M.H. (1997). Sensitivity and attachment: A meta-analysis on parental antecedents of infant attachment. Child Development, 68, 571–591.Google Scholar
Fearon, R.P., Bakermans-Kranenburg, M.J., van IJzendoorn, M.H., Lapsley, A.M., & Roisman, G.I. (2010). The significance of insecure attachment and disorganization in the development of children’s externalizing behavior: A meta-analytic study. Child Development, 81, 435–456.Google Scholar
George, C., Kaplan, N., & Main, M. (1996). Adult Attachment Interview Protocol (3rd ed.). Unpublished manuscript, University of California, Berkeley, Berkeley, CA.Google Scholar
Groh, A.M., Roisman, G.I., van IJzendoorn, M.H., Bakermans-Kranenburg, M.J., & Fearon, R.P. (2012). The significance of insecure and disorganized attachment for children’s internalizing symptoms: A meta-analytic study. Child Development, 83, 591–610.Google Scholar
Groh, A.M., Fearon, R.P., Bakermans-Kranenburg, M.J., van IJzendoorn, M.H., & Roisman, G.I. (2014). The significance of attachment security for children’s social competence with peers: A meta-analytic study. Attachment and Human Development, 16, 103–136.Google Scholar
Main, M., & Solomon, J. (1986). Discovery of an insecure-disorganized/disoriented attachment pattern. In Brazelton, T.B. & Yogman, M.W. (Eds.), Affective development in infancy (pp. 95–124). Westport, CT: Ablex.Google Scholar
Meins, E., Fernyhough, C., de Rosnay, M., Arnott, B., Leekam, S.R., & Turner, M. (2012). Mind-mindedness as a multidimensional construct: Appropriate and non-attuned mind-related comments independently predict infant–mother attachment in a socially diverse sample. Infancy, 17, 393–415.Google Scholar
Shmueli-Goetz, Y., Target, M., Fonagy, P., & Datta, A. (2008). The Child Attachment Interview: A psychometric study of reliability and discriminant validity. Developmental Psychology, 44, 939–956.Google Scholar
Van IJzendoorn, M.H. (1995). Adult attachment representations, parental responsiveness, and infant attachment: A meta-analysis on the predictive validity of the Adult Attachment Interview. Psychological Bulletin, 117, 1–17.Google ScholarPubMed
Van IJzendoorn, M.H., Dijkstra, J., & Bus, A.G. (1995). Attachment, intelligence, and language: A meta-analysis. Social Development, 4, 115–128.Google Scholar
Van IJzendoorn, M.H., Schuengel, C., & Bakermans-Kranenburg, M.J. (1999). Disorganized attachment in early childhood: Meta-analysis of precursors, concomitants, and sequelae. Development and Psychopathology, 11, 225–249.Google Scholar
Waters, E. (1995). The Attachment Q-Set, Version 3.0. (Appendix A). In Waters, E., Vaughn, B., Posada, G., Kondo-Ikemura, K. (Eds.), Caregiving, cultural and cognitive perspectives on secure-base behavior and working models: New Growing Points of Attachment Theory and Research. Monographs of the Society for Research in Child Development, 60 (2–3, Serial No. 244), 234–246.Google Scholar
Further reading
Bosmans, G., & Kerns, K.A. (Eds.) (2015). Attachment in middle childhood: Theoretical advances and new directions in an emerging field. San Francisco, CA: Jossey-Bass.Google Scholar
Bretherton, I. (2010). Fathers in attachment theory and research: A review. Early Child Development and Care, 180, 9–23.Google Scholar
Kerns, K.A., & Richardson, R.A. (Eds.) (2005). Attachment in middle childhood. New York, NY: Guilford Press.Google Scholar
Main, M., Kaplan, N., & Cassidy, J. (1985). Security of infancy, childhood, and adulthood: A move to the level of representation. In Bretherton, I. & Waters, E. (Eds.), Growing points of attachment theory and research, Monographs of the Society for Research in Child Development, 50(1–2, Serial No. 209), 66–104.Google Scholar
Sroufe, L.A., Egeland, B., Carlson, E.A., & Collins, W.A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York, NY: Guilford Press.Google Scholar
References
Ainsworth, M.D.S. (1989). Attachments beyond infancy. American Psychologist, 44, 709–716.Google Scholar
Allen, J.P. (2008). The attachment system in adolescence. In Cassidy, J. & Shaver, P.R. (Eds.), Handbook of attachment (2nd ed., pp. 419–435). New York, NY: Guilford Press.Google Scholar
Booth-LaForce, C., & Kerns, K.A. (2009). Child–parent attachment relationships, peer relationships, and peer group functioning. In Rubin, K.H., Bukowski, W., & Laursen, B. (Eds.), Handbook of peer interactions, peer relationships, and peer group functioning (pp. 490–507). New York, NY: Guilford Press.Google Scholar
Bosmans, G., Dujardin, A., Vandevivere, E., Braet, C., & Kerns, K. (2014). Family factors. In Emmelkamp, P. & Ehring, T. (Eds.), Wiley handbook of anxiety disorders (pp. 172–190). Chichester, UK: Wiley.Google Scholar
Bowlby, J. (1973). Attachment and loss (Vol. 2. Separation: Anxiety and anger). New York, NY: Basic Books.Google Scholar
Bowlby, J. (1969/1982). Attachment and loss (Vol. 1. Attachment). New York, NY: Basic Books.Google Scholar
Bretherton, I. (1985). Attachment theory: Retrospect and prospect. In Bretherton, I. & Waters, E. (Eds.), Growing points of attachment theory and research, Monographs of the Society for Research in Child Development, 50 (1–2, serial No. 209), 3–35.Google Scholar
Brumariu, L.E. (2015). Parent–child attachment and emotion regulation. In Bosmans, G. & Kerns, K.A. (Eds.), Attachment in middle childhood: Theoretical advances and new directions in an emerging field (pp. 31–46). San Francisco, CA: Jossey-BassGoogle Scholar
Cassidy, J., Ziv, Y., Mehta, T.G., & Feeney, B.C. (2003). Feedback seeking in children and adolescents: Associations with self-perceptions, attachment representations, and depression. Child Development, 74, 612–628.Google Scholar
Chen, B.B. (2015). Culture and attachment. In Bosmans, G. & Kerns, K.A. (Eds.), Attachment in middle childhood: Theoretical advances and new directions in an emerging field (pp. 93–98). San Francisco, CA: Jossey-Bass.Google Scholar
Kerns, K.A., & Brumariu, L.E. (2016). Attachment in middle childhood. In Cassidy, J. & Shaver, P. (Eds.), Handbook of attachment (3rd ed., pp. 349–365). New York, NY: Guilford Press.Google Scholar
Kerns, K.A., Aspelmeier, J.E., Gentzler, A.L., & Grabill, C.M. (2001). Parent–child attachment and monitoring in middle childhood. Journal of Family Psychology, 15, 69–81.Google Scholar
Kerns, K.A., Brumariu, L.E., & Seibert, A.C. (2011). Multi-method assessment of mother–child attachment: Links to parenting and child depressive symptoms in middle childhood. Attachment and Human Development, 13, 315–333.Google Scholar
Raikes, H.A., & Thompson, R.A. (2005). Relationships past, present, and future: Reflections on attachment in middle childhood. In Kerns, K.A. & Richardson, R.A. (Eds.), Attachment in middle childhood (pp. 255–282). New York, NY: Guilford Press.Google Scholar
Scott, S., Riskman, J., Woolgar, M., Humayun, S., & O’Connor, T.G. (2011). Attachment in adolescence: Overlap with parenting and unique prediction of behavioural adjustment. Journal of Child Psychiatry and Psychology, 52, 1052–1062.Google Scholar
Seibert, A.C., & Kerns, K.A. (2009). Attachment figures in middle childhood. International Journal of Behavioral Development, 33, 347–355.Google Scholar
Sroufe, L.A., Egeland, B., & Carlson, E.A. (1999). One social world: The integrated development of parent–child and peer relationships. In Collins, W.A. & Laursen, B. (Eds.), Relationships as developmental contexts (pp. 241–261). Hillsdale, NJ: Erlbaum.Google Scholar
Suess, G.J., Grossmann, K.E., Sroufe, L.A. (1992). Effects of infant attachment to mother and father on quality of adaptation in preschool: From dyadic to individual organization of self. International Journal of Behavioral Development, 15, 43–65.Google Scholar
Thompson, R.A. (1994). Emotion regulation: A theme in search of definition. In Fox, N.A. (Ed.), The development of emotion regulation: Biological and behavioral aspects. Monographs of the Society for Research in Child Development, 59 (Serial No. 240), 25–52.Google Scholar
Van Ijzendoorn, M.H., Sagi, A., & Lambermon, M.W. (1992). The multiple caretaker paradox: Data from Holland and Israel. New Directions for Child and Adolescent Development, 57, 5–24.Google Scholar
West, K., Mathews, B., & Kerns, K.A. (2013). Mother–child attachment and cognitive performance in middle childhood: An examination of mediating mechanisms. Early Childhood Research Quarterly, 28, 259–270.Google Scholar
Further reading
Pianta, R.C., Barnett, W.S., Burchinal, M., & Thornburg, K.R. (2009). The effects of pre-school education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10, 49–88.Google Scholar
Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., Tawell, A., Slot, P., Broekhuizen, M., & Leseman, P. (2015). A review of research on the effects of early childhood education and care (ECEC) upon child development. CARE project: Curriculum quality analysis and impact review of European Early Childhood Education and Care (ECEC). Brussels: European Commission.Google Scholar
Lamb, M.E., & Ahnert, L. (2006). Nonparental child care: Context, concepts, correlates, and consequences. In Damon, W., Lerner, R.M., Renninger, K.A., & Sigek, I.E. (Eds.), Handbook of child psychology, Vol. 4: Child psychology in practice (6th ed., pp. 664–670). Hoboken, NJ: Wiley.Google Scholar
References
Ahnert, L., Pinquart, M., & Lamb, M.E. (2006). Security of children’s relationships with nonparental care providers: A meta-analysis. Child Development, 77, 664–679.Google Scholar
Barnett, W.S. (2011). Effectiveness of early educational intervention. Science, 333, 975–978.Google Scholar
Bauchmüller, R., Gørtz, M., & Rasmussen, A.W. (2011). Long-run benefits from universal high-quality pre-schooling. Working paper, AKF, Danish Institute of Governmental Research.Google Scholar
Belsky, J. (2001). Emanuel Miller Lecture: Developmental risks (still) associated with early child care. Journal of Child Psychology and Psychiatry, 42, 845–859.Google Scholar
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249.Google Scholar
Camilli, G., Vargas, S., Ryan, S., & Barnett, W.S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112, 579–620.Google Scholar
Duncan, G.J., & Sojourner, A.J. (2013). Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? Journal of Human Resources, 48, 945–968.Google Scholar
Engle, P.L., Fernald, L.C.H., Alderman, H., Behrman, J., O’Gara, C., Yousafzai, A., … Iltus, S. (2011). Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. Lancet, 378, 1339–1353.Google Scholar
Friedman, S.L., & Boyle, D.E. (2008). Attachment in US children experiencing nonmaternal care in the early 1990s. Attachment & Human Development, 10, 225–261.Google Scholar
Harrison, L.J., & Ungerer, J.A. (2002). Maternal employment and infant–mother attachment security at 12 months postpartum. Developmental Psychology, 38, 758–773.Google Scholar
Havnes, T., & Mogstad, M. (2011). No child left behind: Subsidized child care and children’s long-run outcomes. American Economic Journal: Economic Policy, 3, 97–129.Google Scholar
Keys, T.D., Farkas, G., Burchinal, M.R., Duncan, G.J., Vandell, D.L., Li, W., … Howes, C. (2013). Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics. Child Development, 84, 1171–1190.Google Scholar
Li, W., Farkas, G., Duncan, G.J., Burchinal, M.R., & Vandell, D.L. (2013). Timing of high-quality child care and cognitive, language, and preacademic development. Developmental Psychology, 49, 1440–1451.Google Scholar
Love, J.M., Harrison, L., Sagi-Schwartz, A., Van Ijzendoorn, M.H., Ross, C., Ungerer, J.A., … Chazan-Cohen, R. (2003). Child care quality matters: How conclusions may vary with context. Child Development, 74, 1021–1033.Google Scholar
Melhuish, E. (2011). Early years experience and longer-term child development: Research and implications for policymaking. Paris: OECD.Google Scholar
Pluess, M., & Belsky, J. (2009). Differential susceptibility to rearing experience: The case of childcare. Journal of Child Psychology and Psychiatry, 50, 396–404.Google Scholar
Sylva, K., Melhuish, E., Sammons, P., Siraj, I., Taggart, B., Smees, R., … Hollingworth, K. (2014). Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE), DfE Research Report RR354. London, UK: DfE.Google Scholar
Zachrisson, H.D., & Dearing, E. (2014). Family income dynamics, early childhood education and care, and early child behavior problems in Norway. Child Development, 86, 420–440.Google Scholar
Zachrisson, H.D., Dearing, E., Lekhal, R., & Toppelberg, C.O. (2013). Little evidence that time in child care causes externalizing problems during early childhood in Norway. Child Development, 84, 1152–1170.Google Scholar
Further reading
Akhtar, N., & Gernsbacher, M.A. (2008). On privileging the role of gaze in infant social cognition. Child Development Perspectives, 2, 59–65.Google Scholar
Carpendale, J.I.M., & Carpendale, A.B. (2010). The development of pointing: From personal directedness to interpersonal direction. Human Development, 53, 110–126.Google Scholar
Flom, R., Lee, K., & Muir, D. (Eds.) (2007). Gaze-following: Its development and significance. Mahwah, NJ: Erlbaum.Google Scholar
Meltzoff, A.N., Kuhl, P.K., Movellan, J., & Sejnowski, T.J. (2009). Foundations for a new science of learning. Science, 325, 284–288.Google Scholar
Metcalfe, J., & Terrace, H.S. (Eds.) (2013). Agency and joint attention. New York, NY: Oxford University Press.Google Scholar
References
Brooks, R., & Meltzoff, A.N. (2002). The importance of eyes: How infants interpret adult looking behavior. Developmental Psychology, 38, 958–966.Google Scholar
Brooks, R., & Meltzoff, A.N. (2005). The development of gaze following and its relation to language. Developmental Science, 8, 535–543.Google Scholar
Brooks, R., & Meltzoff, A.N. (2014). Gaze following: A mechanism for building social connections between infants and adults. In Mikulincer, M. & Shaver, P.R. (Eds.), Mechanisms of social connection: From brain to group (pp. 167–183). Washington, DC: American Psychological Association.Google Scholar
Brooks, R., & Meltzoff, A.N. (2015). Connecting the dots from infancy to childhood: A longitudinal study connecting gaze following, language, and explicit theory of mind. Journal of Experimental Child Psychology, 130, 67–78.Google Scholar
Brownell, C.A., Ramani, G.B., & Zerwas, S. (2006). Becoming a social partner with peers: Cooperation and social understanding in one- and two-year-olds. Child Development, 77, 803–821.Google Scholar
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(Serial No. 255).Google Scholar
Chawarska, K., Shic, F., Macari, S., Campbell, D.J., Brian, J., … & Bryson, S. (2014). 18-month predictors of later outcomes in younger siblings of children with autism spectrum disorder: A baby siblings research consortium study. Journal of the American Academy of Child & Adolescent Psychiatry, 53, 1317–1327.Google Scholar
Jasso, H., Triesch, J., Deák, G., & Lewis, J.M. (2012). A unified account of gaze following. IEEE Transactions on Autonomous Mental Development, 4, 257–272.Google Scholar
Meltzoff, A.N., & Brooks, R. (2008). Self-experience as a mechanism for learning about others: A training study in social cognition. Developmental Psychology, 44, 1257–1265.Google Scholar
Mundy, P., Block, J., Vaughan Van Hecke, A., Delgado, C., Venezia Parlade, M., & Pomares, Y. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78, 938–954.Google Scholar
Nelson, P.B., Adamson, L.B., & Bakeman, R. (2008). Toddlers’ joint engagement experience facilitates preschoolers’ acquisition of theory of mind. Developmental Science, 11, 847–852.Google Scholar
Schreibman, L., Dawson, G., Stahmer, A.C., Landa, R., Rogers, S.J., … & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2411–2428.Google Scholar
Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28, 675–691.Google Scholar
Toth, K., Munson, J., Meltzoff, A.N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993–1005.Google Scholar
Yu, C., & Smith, L.B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye-hand coordination. PLoS ONE, 8, e79659.Google Scholar
Further reading
Bronfenbrenner, U. (2009). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Google Scholar
Flynn, E.G., Laland, K.N., Kendal, R.L., & Kendal, J.R. (2013). Developmental niche construction: Target article with commentaries. Developmental Science, 16, 296–313.Google Scholar
Hrdy, S.B. (2009). Mothers and others: The evolutionary origins of mutual understanding. Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar
Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.Google Scholar
Super, C.M., & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9, 545–569.Google Scholar
References
Ahnert, L., Pinquart, M., & Lamb, M.E. (2006). Security of children’s relationships with nonparental care providers: A meta‐analysis. Child Development, 77, 664–679.Google Scholar
Connell, A.M., & Goodman, S.H. (2002). The association between psychopathology in fathers versus mothers and children’s internalizing and externalizing behavior problems: A meta-analysis. Psychological Bulletin, 128, 746–773.Google Scholar
Fox, N.A., Kimmerly, N.L., & Schafer, W.D. (1991). Attachment to mother/attachment to father: A meta‐analysis. Child Development, 62, 210–225.CrossRefGoogle ScholarPubMed
Gettler, L.T. (2014). Applying socioendocrinology to evolutionary models: Fatherhood and physiology. Evolutionary Anthropology, 23, 146–160.Google Scholar
Hawkes, K., & Coxworth, J.E. (2013). Grandmothers and the evolution of human longevity: A review of findings and future directions. Evolutionary Anthropology, 22, 294–302.Google Scholar
Lamb, M.E. (2004). The role of the father in child development (4th ed.). Hoboken, NJ: Wiley.Google Scholar
Madigan, S., Atkinson, L., Laurin, K., & Benoit, D. (2013). Attachment and internalizing behavior in early childhood: A meta-analysis. Developmental Psychology, 49, 672–689.Google Scholar
Manning, W.D., Fettro, M.N., & Lamidi, E. (2014). Child well-being in same-sex parent families: Review of research prepared for American Sociological Association Amicus brief. Population Research and Policy Review, 33, 485–502.Google Scholar
Marlowe, F. (2000). Paternal investment and the human mating system. Behavioural Processes, 51, 45–61.Google Scholar
Myers, B.J., Jarvis, P.A., & Creasey, G.L. (1987). Infants’ behavior with their mothers and grandmothers. Infant Behavior and Development, 10, 245–259.Google Scholar
Patterson, D.L. (1997). Adolescent mothering: Child–grandmother attachment. Journal of Pediatric Nursing, 12, 228–237.Google Scholar
Phares, V., Fields, S., Kamboukos, D., & Lopez, E. (2005). Still looking for poppa. American Psychologist, 60, 735–736.Google Scholar
Pleck, J.H. (2010). Fatherhood and masculinity. In Lamb, M.E. (Ed.), The role of the father in child development (pp. 27–57). New York, NY: Wiley.Google Scholar
Suomi, S.J. (1997). Early determinants of behaviour: Evidence from primate studies. British Medical Bulletin, 53, 170–184.Google Scholar
van Ijzendoorn, M.H., & De Wolff, M.S. (1997). In search of the absent father: Meta-analyses of infant–father attachment: A rejoinder to our discussants. Child Development, 68, 604–609.Google Scholar
Worthman, C.M. (2010). The ecology of human development: Evolving models for cultural psychology. Journal of Cross-Cultural Psychology, 41, 546–562.Google Scholar
Further reading
Bekoff, J.A., & Byers, M. (Eds.) (1998). Animal play: Evolutionary, comparative, and ecological perspectives. Cambridge, UK: Cambridge University Press.Google Scholar
Chudacoff, H.P. (2007). Children at play: An American story. New York, NY: New York University Press.Google Scholar
Pellegrini, A.D., & Smith, P.K. (Eds.) (2005). The nature of play: Great apes and humans. New York, NY: Guilford Press.Google Scholar
Sands, R.R., & Sands, L.R. (Eds.) (2010). The anthropology of sport and human movement: A biocultural perspective. Plymouth, UK: Lexington Books.Google Scholar
Singer, D.G., Golinkoff, R.M., & Hirsh-Pasek, K. (Eds.) (2006). Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth. New York, NY: Oxford University Press.Google Scholar
References
Baldwin, J.D., & Baldwin, J.I. (1977). The role of learning phenomena in the ontogeny and exploration of play. In Chevalier-Skolnikoff, S. & Poirier, F.E. (Eds.), Primate bio-social development (pp. 343–406). New York, NY: Garland.Google Scholar
Bekoff, M. (1975). The communication of play intention: Are play signals functional? Semiotica, 15, 231–239.Google Scholar
Burghardt, G.M. (2005). The genesis of animal play: Testing the limits. Cambridge, MA: MIT Press.Google Scholar
Byers, J.A., & Walker, C. (1995). Refining the motor training hypothesis for the evolution of play. American Naturalist, 146, 25–40.Google Scholar
Dapporto, L., Turillazzi, S., & Palagi, E. (2006). Dominance interactions in young adult foundresses of a paper wasp: A play-like behavior? Journal of Comparative Psychology, 120, 394–400.Google Scholar
Graham, K.L. (2010). Virtual playgrounds? Assessing the playfulness of massively multiplayer online role-playing games. American Journal of Play, 3, 106–125.Google Scholar
Graham, K.L. (2011). A coevolutionary relationship between striatum size and social play in nonhuman primates. American Journal of Primatology, 73, 314–322.Google Scholar
Graham, K.L., & Burghardt, G.M. (2010). Current perspectives on the biological study of play: Signs of progress. Quarterly Review of Biology, 85, 393–418.Google Scholar
Kuba, M.J., Byrne, R.A., Meisel, D.V., & Mather, J.A. (2006). When do octopuses play? Effects of repeated testing, object type, age, and food deprivation on object play in Octopus vulgaris. Journal of Comparative Psychology, 120, 184–90.Google Scholar
Lancy, D.F. (2014). “Babies aren’t persons”: A survey of delayed personhood. In Hiltrud, O. & Keller, H. (Eds.), Different faces of attachment: Cultural variations of a universal human need (pp. 66–109). Cambridge, UK: Cambridge University Press.Google Scholar
Lewis, K.P. (2005). Social play in the great apes. In Smith, P.K. & Pellegrini, A.D. (Eds.), The nature of play: Great apes and humans (pp. 27–53). New York, NY: Guilford Press.Google Scholar
Lewis, K.P. (2010). From landscapes to playscapes: The evolution of play in humans and other animals. In Sands, R.R. & Sands, L.R. (Eds.), The anthropology of sport and human movement: A biocultural perspective (pp. 61–89). Lanham, MD: Lexington.Google Scholar
Lewis, K.P., & Barton, R.A. (2006). Amygdala size and hypothalamus size predict social play frequency in non-human primates: A comparative analysis using independent contrasts. Journal of Comparative Psychology, 120, 31–37.Google Scholar
Martin, P., & Caro, T.M. (1985). On the functions of play and its role in behavioural development. In Rosenblatt, J., Beer, C., Busnel, M., & Slater, P. (Eds.), Advances in the study of behaviour, Vol. 15 (pp. 59–103). New York, NY: Academic Press.Google Scholar
Pellegrini, A.D. (1995). Boys’ rough-and-tumble play and social competence: Contemporaneous and longitudinal relations. In Pellegrini, A.D. (Ed.), The future of play theory: A multidisciplinary inquiry into the contributions of Brian Sutton-Smith (pp. 107–126). New York, NY: SUNY Press.Google Scholar
Pellegrini, A.D. (2009). The role of play in human development. Oxford, UK: Oxford University Press.Google Scholar
Pellis, S.M., & Pellis, V.C. (2009). The playful brain: Venturing to the limits of neuroscience. Oxford, UK: One World.Google Scholar
Pruitt, J.N., Burghardt, G.M., & Riechert, S.E. (2012). Non-conceptive sexual behavior in spiders: A form of play associated with body condition, personality type and male intrasexual selection. Ethology, 118, 33–40.Google Scholar
Špinka, M., Newberry, R.C., & Bekoff, M. (2001). Mammalian play: Training for the unexpected. Quarterly Review of Biology, 76, 141–168.Google Scholar
Smith, P.K. (2009). Children and play: Understanding children’s worlds. Oxford, UK: Wiley-Blackwell.Google Scholar
Further reading
Bukowski, W., Newcomb, A., & Hartup, W. (1996). The company they keep: Friendship in childhood and adolescence. Cambridge, UK: Cambridge University Press.Google Scholar
Dunn, J., & Kendrick, C. (2013). Siblings: Love, envy, and understanding. Cambridge, MA: Harvard University Press.Google Scholar
Prinstein, M., & Dodge, K. (Eds.) (2008). Understanding peer influence in children and adolescents. New York, NY: Guilford Press.Google Scholar
Rubin, K., Bukowski, W., & Laursen, B. (Eds.) (2009). Handbook of peer interactions, relationships, and groups. New York, NY: Guilford Press.Google Scholar
References
Brody, G.H. (2004). Siblings’ direct and indirect contributions to child development. Current Directions in Psychological Science, 13, 124–126.Google Scholar
Buist, K., Dekovic, M., & Prinzie, P. (2013). Sibling relationship quality and psychopathology of children and adolescents: A meta-analysis. Clinical Psychology Review, 33, 97–106.Google Scholar
Bukowski, W., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre-adolescence and early adolescence: The development and psychometric properties of the friendship qualities scale. Journal of Social and Personal Relationships, 11, 471–484.Google Scholar
Cillessen, A., & Rose, A. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14, 102–105.Google Scholar
Coie, J., Coppotelli, H., & Dodge, K. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557–570.Google Scholar
Deater-Deckard, K., Dunn, J., & Lussier, G. (2002). Sibling relationships and social-emotional adjustment in different family contexts. Social Development, 11, 571–590.Google Scholar
Farrington, D., Lösel, F., Ttofi, M., & Theodorakis, N. (2012). School bullying, depression and offending behaviours later in life: An updated systematic review of longitudinal studies. Report prepared for the Swedish National Council for Crime Prevention.Google Scholar
Furman, W., & Buhrmester, D. (1985). Children’s perceptions of the qualities of sibling relationships. Child Development, 56, 448–461.Google Scholar
Harris, J.R. (1995). Where is the child’s environment: A group socialization theory of development. Psychological Review, 102, 458–489.Google Scholar
Jenkins, J. (1992). Sibling relationships in disharmonious homes: Potential difficulties and protective effects. In Boer, F. & Dunn, J. (Eds.), Children’s sibling relationships: Developmental and clinical issues (pp. 125–138). Hillsdale, NJ: Erlbaum.Google Scholar
Ji-Yeon, K., McHale, S., & Crouter, A. (2007). Longitudinal linkages between sibling relationships and adjustment from middle childhood through adolescence. Developmental Psychology, 43, 960–973.Google Scholar
Kitzmann, K., Cohen, R., & Lockwood, R. (2002). Are only children missing out? Comparison of the peer-related social competence of only children and siblings. Journal of Social and Personal Relationships, 19, 299–316.Google Scholar
Leung, R., Toumorou, J., & Hemphill, S. (2014). The effect of peer influence and selection processes on adolescent alcohol use: A systematic review of longitudinal studies. Health Psychology Review, 8, 426–457.Google Scholar
Mancillas, A. (2006). Challenging the stereotypes about only children: A review of the literature and implications for practice. Journal of Counseling & Development, 84, 268–275.Google Scholar
McAlister, A., & Peterson, C. (2013). Siblings, theory of mind, and executive functioning in children aged 3–6 years: New longitudinal evidence. Child Development, 84, 1442–1458.Google Scholar
Monahan, K., Steinberg, L., & Cauffman, E. (2009). Affiliation with antisocial peers, susceptibility to peer influence, and antisocial behavior during the transition to adulthood. Developmental Psychology, 6, 1520–1530.Google Scholar
Olweus, D. (1978). Aggression in schools: Bullies and whipping boys. Washington, DC: Hemisphere.Google Scholar
Rose, A. (2002). Co-rumination in the friendships of girls and boys. Child Development, 6, 1830–1843.Google Scholar
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120.Google Scholar
Sentse, M., Kiuru, N., Veenstra, R., & Salmivalli, C. (2014). A social network approach to the interplay between adolescents’ bullying and likeability over time. Journal of Youth and Adolescence, 43, 1409–1420.Google Scholar
Further reading
Gazzaniga, M.S. (1988). Brain modularity: Towards a philosophy of consciousness experience. In Marcel, A.J. & Besearch, E. (Eds.), Consciousness in contemporary science (pp. 218–256). Oxford, UK: Clarendon.Google Scholar
Meltzoff, A.N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838–850.Google Scholar
References
Asendorpf, J.B. (2002). Self-awareness, and secondary representation. In Meltzoff, A.N. & Prinz, W. (Eds.), The imitative mind: Development, evolution, and brain bases. Cambridge studies in cognitive perceptual development (pp. 63–73). New York, NY: Cambridge University Press.Google Scholar
Bischof-Kohler, D. (1994). Self-objectification and other-oriented emotions: Self-recognition, empathy, and prosocial behavior in the second year. Zeitschrift fur Psychologie, 202, 349–377.Google Scholar
Carmody, D.P., & Lewis, M. (2012). Self representation in children with and without Autism Spectrum Disorders. Child Psychiatry & Human Development, 43, 227–237.Google Scholar
Darwin, C. (1872/1965). The expression of the emotions in man and animals. Chicago, IL: University of Illinois Press.Google Scholar
Frith, C.D., & Frith, U. (2006). The neural basis of mentalizing. Neuron, 50, 531–534.Google Scholar
Harley, K., & Reese, E. (1999). Origins of autobiographical memory. Developmental Psychology, 35, 1338–1348.Google Scholar
Hobson, R.P. (1990). On the origins of self and the case of autism. Development and Psychopathology, 2, 163–181.Google Scholar
Leslie, A.M. (1987). Pretense and representation: The origin of “Theory of Mind.” Psychological Review, 94, 412–426.Google Scholar
Lewis, M. (2003). The emergence of consciousness and its role in human development. In LeDoux, J., Debiec, J., & Moss, H. (Eds.), The self: From soul to brain. Annals of the New York Academy of Sciences, 1001, 104–133.Google Scholar
Lewis, M. (2014). The rise of consciousness and the development of emotional life. New York, NY: Guilford Press.Google Scholar
Lewis, M., & Carmody, D. (2008). Self representation and brain development. Developmental Psychology, 44, 1329–1334.Google Scholar
Lewis, M., & Ramsay, D. (2004). Development of self-recognition, personal pronoun use, and pretend play in the second year. Child Development, 75, 1821–1831.Google Scholar
Mead, G.H. (1934). Mind, self, and society: From the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press.Google Scholar
Schneider, W. (2011). Memory development in childhood. In Goswami, U. (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 347–376). Malden, MA: Wiley-Blackwell.Google Scholar
Further reading
Collins, W.A., Maccoby, E.E., Steinberg, L., Hetherington, E.M., & Bornstein, M.H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55, 218–232.Google Scholar
Dunn, J. (2010). Commentary and challenges to Grusec and Davidov’s domain-specific approach. Child Development, 81, 710–714.Google Scholar
Grusec, J.E. (2011). Socialization processes in the family: Social and emotional development. Annual Review of Psychology, 62, 243–269.Google Scholar
Smetana, J.G. (2005). Social-cognitive domain theory: Consistencies and variations in children’s moral and social judgments. In Killen, M. & Smetana, J. (Eds.), Handbook of moral development (pp. 119–153). Mahwah, NJ: Erlbaum.Google Scholar
References
Adolph, K.E., & Tamis-LeMonda, C.S. (2014). The costs and benefits of development: The transition from crawling to walking. Child Development Perspectives, 8, 187–192.Google Scholar
Avinun, R., & Knafo, A. (2014). Parenting as a reaction evoked by children’s genotype: A meta-analysis of children-as-twins studies. Personality and Social Psychology Review, 18, 87–102.Google Scholar
Bar-Haim, Y., Ziv, T., Lamy, D., & Hodes, R.M. (2006). Nature and nurture in own-race face processing. Psychological Science, 17, 159–163.Google Scholar
Birch, L.L. (1980). Effects of peer models’ food choices and eating behaviors on preschoolers’ food preferences. Child Development, 51, 489.Google Scholar
Brown, B.B., & Larson, J. (2009). Peer relationships in adolescence. In Lerner, R.M. & Stenberg, L. (Eds.), Handbook of adolescent psychology, Vol 2: Contextual influences on adolescent development (3rd ed., pp. 74–103). Hoboken, NJ: Wiley.Google Scholar
Brownell, C.A., Svetlova, M., Anderson, R., Nichols, S.R., & Drummond, J. (2013). Socialization of early prosocial behavior: Parents’ talk about emotions is associated with sharing and helping in toddlers. Infancy, 18, 91–119.Google Scholar
Bugental, D.B. (2000). Acquisition of the algorithms of social life: A domain-based approach. Psychological Bulletin, 126, 187–219.Google Scholar
Caspi, A., Hariri, A.R., Holmes, A., Uher, R., & Moffitt, T.E. (2010). Genetic sensitivity to the environment: The case of the serotonin transporter gene and its implications for studying complex diseases and traits. American Journal of Psychiatry, 167, 509–527.Google Scholar
Clark, C.L., St. John, N., Pasca, A.M., Hyde, S.A., Hornbeak, K., Abramova, M., … Penn, A.A. (2013). Neonatal CSF oxytocin levels are associated with parent report of infant soothability and sociability. Psychoneuroendocrinology, 38, 1208–1212.Google Scholar
Dishion, T.J., Poulin, F., & Burraston, B. (2001). Peer group dynamics associated with iatrogenic effect in group interventions with high-risk young adolescents. New Directions for Child and Adolescent Development, 91, 79–92.Google Scholar
Grusec, J.E., & Davidov, M. (2010). Integrating different perspectives on socialization theory and research: A domain-specific approach to socialization. Child Development, 81, 687–709.Google Scholar
Harris, J.R. (1998). The nurture assumption: Why children turn out the way they do. New York, NY: Free Press.Google Scholar
Hoffman, M.L. (1970). Conscience, personality, and socialization techniques. Human Development, 13, 90–126.Google Scholar
Kochanska, G., Boldt, L.J., Kim, S., Yoon, J.E., & Philibert, R.A. (2015). Developmental interplay between children’s biobehavioral risk and the parenting environment from toddler to early school age: Prediction of socialization outcomes in preadolescence. Development and Psychopathology, 27, 775–790.Google Scholar
Mathys, C., Hyde, L.W., Shaw, D.S., & Born, M. (2013). Deviancy and normative training processes in experimental groups of delinquent and nondelinquent male adolescents. Aggressive Behavior, 39, 30–44.Google Scholar
McEwen, F., Happé, F., Bolton, P., Rijsdijk, F., Ronald, A., Dworzynski, K., & Plomin, R. (2007). Origins of individual differences in imitation: Links with language, pretend play, and socially insightful behavior in two-year-old twins. Child Development, 78, 474–492.Google Scholar
Plomin, R. (2014). Genotype–environment correlation in the era of DNA. Behavior Genetics, 44, 629–638.Google Scholar
Rudolph, K.D., & Conley, C.S. (2005). The socioemotional costs and benefits of social-evaluative concerns: Do girls care too much? Journal of Personality, 73, 115–138.Google Scholar
Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype greater than environment effects. Child Development, 54, 424–435.Google Scholar
Sears, R.R., Maccoby, E.E., & Levin, H. (1976). Patterns of child rearing (Reissued). Stanford, CA: Stanford University Press.Google Scholar
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.Google Scholar
Further reading
Calkins, S.D., & Fox, N.A. (2002). Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression. Development and Psychopathology, 14, 477–498.Google Scholar
Derryberry, D., & Rothbart, M.K. (1997). Reactive and effortful processes in the organization of temperament. Development and Psychopathology, 9, 633–652.Google Scholar
Henderson, H.A., Pine, D.S., & Fox, N.A. (2015). Behavioral inhibition and developmental risk: A dual-processing perspective. Neuropsychopharmacology, 40, 207–224.Google Scholar
Rothbart, M.K. (2004). Commentary: Differentiated measures of temperament and multiple pathways to childhood disorders. Journal of Clinical Child and Adolescent Psychology, 33, 82–87.Google Scholar
White, L.K., Helfinstein, S.M., Reeb-Sutherland, B.C., Degnan, K.A., & Fox, N.A. (2009). Role of attention in the regulation of fear and anxiety. Developmental Neuroscience, 31, 309–31.Google Scholar
References
Calkins, S.D., & Degnan, K.A. (2006). Temperament in early development: implications for childhood psychopathology. In Ammerman, R. (Ed.), Comprehensive handbook of childhood psychopathology, Vol. 3: Child psychopathology (pp. 64–84). New York, NY: Wiley.Google Scholar
Calkins, S.D., & Keane, S.P. (2009). Developmental origins of early antisocial behavior. Development and Psychopathology, 21, 1095–1109.Google Scholar
Degnan, K.A., & Fox, N.A. (2007). Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process. Development and Psychopathology, 19, 729–746.Google Scholar
Degnan, K.A., Almas, A.N., & Fox, N.A. (2010). Temperament and the environment in the etiology of childhood anxiety. Journal of Child Psychology and Psychiatry, 51, 497–517.Google Scholar
Fox, N.A., Reeb-Sutherland, B.C., & Degnan, K.A. (2013). Personality and emotional development. In Zelazo, P.D. (Ed.), The Oxford handbook of developmental psychology, Vol. 2: Self and other (pp. 15–44). Oxford, UK: Oxford University Press.Google Scholar
Fox, N.A., Henderson, H.A., Marshall, P.J., Nichols, K.E., & Ghera, M.M. (2005). Behavioral inhibition: Linking biology and behavior within a developmental framework. Annual Review of Psychology, 56, 235–262.Google Scholar
Goldsmith, H.H., & Campos, J.J. (1982). Toward a theory of infant temperament. In Emde, R. & Harmon, R. (Eds.), Attachment and affiliative systems. New York, NY: Plenum Press.Google Scholar
Goldsmith, H.H., & Rothbart, M.K. (1996). The laboratory temperament assessment battery (Lab-TAB): Locomotor version 3.0. Madison, WI: Department of Psychology, University of Wisconsin.Google Scholar
Goldsmith, H.H., Lemery, K.S., Aksan, N., & Buss, K.A. (2000). Temperamental substrates of personality development. In Molfese, D.L. & Molfese, V.J. (Eds.), Temperament and personality development across the life span (pp. 1–32). Mahwah, NJ: Erlbaum.Google Scholar
Kagan, J. (1994). On the nature of emotion. Monographs for the Society for Research in Child Development, 59, 7–24.Google Scholar
Kagan, J. (2012). The biography of behavioral inhibition. In Zentner, M. & Shiner, R.L. (Eds.), Handbook of temperament (pp. 69–82). New York, NY: Guilford Press.Google Scholar
Martin, J.N., & Fox, N.A. (2006). Temperament. In McCartney, K. & Phillips, D. (Eds.), Blackwell handbook of early childhood development (pp. 126–146). Oxford, UK: Blackwell.Google Scholar
Mervielde, I., & De Pauw, S.S.W. (2012). Models of child temperament. In Zentner, M. & Shiner, R.L. (Eds.), Handbook of temperament (pp. 21–40). New York, NY: Guilford Press.Google Scholar
Perez-Edgar, K., & Fox, N.A. (2005). Temperament and anxiety disorders. Child and Adolescent Psychiatric Clinics of North America, 14, 681–706.Google Scholar
Polak-Toste, C.P., & Gunnar, M.R. (2006). Temperamental exuberance: Correlates and consequences. In Marshall, P.J. & Fox, N.A. (Eds.), The development of social engagement (pp. 19–45). New York, NY: Oxford University Press.Google Scholar
Rothbart, M.K. (2012). Advances in temperament: History, concepts, and measures. In Zentner, M. & Shiner, R.L. (Eds.), Handbook of temperament (pp. 3–20). New York, NY: Guilford Press.Google Scholar
Rothbart, M.K., & Bates, J.E. (2006). Temperament. In Damon, W. & Eisenberg, N. (Eds.), Handbook of child psychology, Vol. 6 (pp. 99–166). New York, NY: Wiley.Google Scholar
Rothbart, M.K., & Derryberry, D. (1981). Development of individual differences in temperament. In Lamb, M.E. & Brown, A.L. (Eds.), Advances in developmental psychology, Vol. 1 (pp. 37–86). Hillsdale, NJ: Erlbaum.Google Scholar
Strelau, J., & Zawadzki, B. (2012). Activity as a temperament trait. In Zentner, M. & Shiner, R.L. (Eds.), Handbook of temperament (pp. 83–104). New York, NY: Guilford Press.Google Scholar
Thomas, A., & Chess, S. (1977). Temperament and development. New York, NY: Brunner/Mazel.Google Scholar
Further reading
Apperly, I. (2011). Mindreaders: The cognitive basis of “theory of mind”. Hove, UK: Psychology Press.Google Scholar
Baron-Cohen, S., Lombardo, M., & Tager-Flusberg, H. (Eds.) (2013). Understanding other minds: Perspectives from developmental social neuroscience. Oxford, UK: Oxford University Press.Google Scholar
Wellman, H. (2014). Making minds: How theory of mind develops. Oxford, UK: Oxford University Press.Google Scholar
References
Apperly, I.A., & Butterfill, S.A. (2009). Do humans have two systems to track beliefs and belief-like states? Psychological Review, 116, 953–970.Google Scholar
Baillargeon, R., Scott, R.M., & He, Z. (2010). False-belief understanding in infants. Trends in Cognitive Sciences, 14, 110–118.Google Scholar
Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46.CrossRefGoogle ScholarPubMed
Call, J., & Tomasello, M. (2008). Does the chimpanzee have a theory of mind? 30 years later. Trends in Cognitive Sciences, 12, 187–192.Google Scholar
Callaghan, T., Rochat, P., Lillard, A., Claux, M.L., Odden, H., Itakura, S., … Singh, S. (2005). Synchrony in the onset of mental-state reasoning: Evidence from five cultures. Psychological Science, 16, 378–384.Google Scholar
deVilliers, J.G., & deVilliers, P.A. (2000). Linguistic determinism and the understanding of false beliefs. In Mitchell, P. & Riggs, K.J. (Eds.), Children’s reasoning and the mind (pp. 191–228). Hove, UK: Psychology Press.Google Scholar
Gergely, G., Bekkering, H., & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415, 755.Google Scholar
Gergely, G., Knadasdy, Z., Csibra, G., & Biro, S. (1995). Taking the international stance at 12 months of age. Cognition, 56, 165–193.Google Scholar
Goldman, A. (1993). The psychology of folk psychology. Behavioral & Brain Sciences, 16, 15–28.Google Scholar
Gopnik, A., & Wellman, H.M. (1994). The theory theory. New York, NY: Cambridge University Press.Google Scholar
Henry, J.D., Phillips, L.H., Ruffman, T., & Bailey, P.E. (2013). A meta-analytic review of age differences in theory of mind. Psychology and Aging, 28, 826–839.Google Scholar
Kovács, Á.M., Téglás, E., & Endress, A.D. (2010). The social sense: Susceptibility to others’ beliefs in human infants and adults. Science, 330, 1830–1834.Google Scholar
Leslie, A.M. (1994). ToMM, ToBy, and Agency: Core architecture and domain specificity. In Hirschfeld, L.A. & Gelman, S.A. (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 119–148). New York, NY: Cambridge University Press.Google Scholar
Low, J., & Watts, J. (2013). Attributing false beliefs about object identity reveals a signature blind spot in humans’ efficient mind-reading system. Psychological Science, 24, 305–311.Google Scholar
Milligan, K., Astington, J., & Dack, L. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child development, 78, 622–646.Google Scholar
Peterson, C.C., & Siegal, M. (1999). Representing inner worlds: Theory of mind in autistic, deaf, and normal hearing children. Psychological Science, 10, 126–129.Google Scholar
Rakoczy, H. (2010). Executive function and the development of belief-desire psychology. Developmental Science, 13, 648–661.Google Scholar
Rakoczy, H. (2012). Do infants have a theory of mind? British Journal of Developmental Psychology, 30, 59–74.Google Scholar
Schurz, M., Radua, J., Aichhorn, M., Richlan, F., & Perner, J. (2014). Fractionating theory of mind: A meta-analysis of functional brain imaging studies. Neuroscience & Biobehavioral Reviews, 42, 9–34.Google Scholar
Wellman, H.M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523–541.Google Scholar
Wellman, H.M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655–684.Google Scholar
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young childrens understanding of deception. Cognition, 13, 103–128.Google Scholar